The major purpose of the study was to identify inservice activities in which Indiana public school superintendents participated and to assess the relationship between inservice participation and the professional development of the school superintendent as perceived by the school superintendent. The specific purposes were to determine:1. The types of inservice activities in which school superintendents participated for professional growth.2. The value, as perceived by the school superintendent, of inservice activities as a means of professional growth. 3. The amount of financial support allowed by school boards for the school superintendent's inservice activities. 4. The extent of written school board policy dealing exclusively with inservice activities of the school superintendent.5. The role of related professional organizations in the development of inservice professional growth activities for the school superintendent.Methods and procedures used to determine the involvement of public school superintendents in inservice activities and programs for professional growth and development were the questionnaire and interviews. The questionnaire was constructed to elicit data from school superintendents and the interview was used with study participants who were not public school superintendents, but were involved in providing inservice activities and functions for the school superintendent.Responses from both the questionnaire and the interviews were tabulated in the following categories: school district data; personal, career and preparation data; professional reading; inservice participation; school study councils; inservice planning; school board interest and support; financial support; school board policy; conclusions; and interviews.Conclusions elicited from the findings of the study and the review of the related literature and research were:1. The involvement of public school superintendents in programs of inservice training is necessary for all superintendents regardless of the degree, extent or recency of preservice training.2. All public school superintendents utilized self-initiated professional reading programs as a means of inservice growth. The degree of utilization was dependent upon the perceived value of professional reading as an effective method of maintaining professional currency.3. Public school superintendent inservice participation was largely with organizations in which superintendents maintained memberships or close working relationships.4. Public school superintendents maintained more active inservice involvement with regional and state-centered organizations than with nationally centered organizations.5. School superintendents who were members of school study councils considered the study councils of great value in providing inservice programs and activities which enhanced professional growth.6. School superintendents participated most often in organizations in which the superintendent was involved in the planning of the inservice activities and programs.7. School superintendents perceived receiving average interest and encouragement from school boards for inservice professional growth programs.8. School superintendents rated the amount of financial support allotted by school boards to superintendents for professional inservice activities as adequate.9. Few school corporations have written school board policy directly related to the inservice activities of the school superintendent.10. School study councils, superintendent associations, and state education departments are regarded as natural sources for providing inservice professional growth activities for school superintendents.